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Measuring group function in problem-based learning: development of a reflection tool.

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Summary
This summary is machine-generated.

This study developed a new tool to improve group function reflection in problem-based learning (PBL). The tool provides structure and language for feedback, aiding students and tutors in enhancing collaborative learning experiences.

Keywords:
Curriculum designProblem-based learning

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Area of Science:

  • Medical Education
  • Pedagogy
  • Collaborative Learning

Background:

  • Problem-based learning (PBL) relies on self-directed group learning.
  • Effective group function is crucial for PBL success.
  • Current scaffolding for self-reflective practices to improve group function is inadequate.

Purpose of the Study:

  • To develop a structured, literature-based, and stakeholder-informed tool for reflective practices on group function in PBL.
  • To address the gap in supporting group dynamics and improvement within PBL settings.

Main Methods:

  • Conducted a literature review to identify existing group function evaluation tools in PBL.
  • Developed a new tool informed by literature findings and expert consultation.
  • Gathered feedback from medical students and tutors through focus groups, leading to tool revisions.

Main Results:

  • Identified 19 scales and 18 constructs mapping to four dimensions: Learning Climate, Facilitation and Process, Engagement and Interactivity, and Evaluation and Group Improvement.
  • The final tool features 17 descriptive items rated on a 7-point Likert scale with open comments.
  • Stakeholders identified three key functions: facilitating feedback, serving as a reference, and enabling longitudinal benchmarking.

Conclusions:

  • A novel four-dimension tool was developed to enhance group function reflection in PBL.
  • The tool's constructs are supported by literature and expert consensus.
  • Stakeholders recognized the tool's utility in addressing a critical need within PBL environments.